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A
Well,
now
call
the
february
28
2022
board
of
trustees,
regular
meeting
to
order
entertain
a
motion
for
the
adoption
of
the
agenda.
A
A
Move
by
miss
war,
miss
darby
second,
by
miss
waters.
Are
there
any
questions.
A
A
A
A
A
A
We
extend
our
deepest
condolences
to
these
three
individual
families,
friends
and
school
communities
and
pray
for
strength
and
comfort
for
them
in
the
weeks
and
months
to
come.
Please
join
me
in
prayer,
as
you
remember,
miss
liz
austin,
miss
donner
fry
and
zimer
in
your
hands.
Oh
lord,
we
humbly
entrust
our
brothers
and
sisters
in
this
life
you
embrace
them
with
your
tender.
Love,
deliver
them
now
from
every
evil
and
bid
them
eternal
arrests.
A
A
Before
we
go
into
the
actions
on
the
executive
session
item,
I'm
going
to
ask
the
pleasure
of
the
board.
If
we
would
move
item
10a
up
for
discussion
at
this
time,
is
there
any
objection.
C
C
C
D
Here
I'll
put
it
out
on
the
table
much
most,
of
which
I
was
gonna
present
in
the
major
portion
and
I'll
just
call
out
what
is
what
is
pertinent,
so
we
first
look
at
the
the
current
ratings
metrics
from
dhek
and
from
cdc
for
incident
rates
as
well
as
percent
positive,
the
overall
rating
for
all
of
the
counties
in
charleston
and
south
carolina's
medium.
D
At
this
point,
charleston,
obviously,
is
one
of
those
counties
by
the
cdc
which
uses
a
seven
day
running
total
instead
of
14
day,
which
is
dhec,
which
would
result
in
a
more
rapid
decline
in
the
numbers.
When
you're
coming
off
of
a
peak
like
omicron
that
today,
the
numbers
was
134,
which
is
still
high,
100
would
put
it
down
into
the
substantial
category
and
the
positivity
rate
is
5.6,
which
is
moderate,
which
is
the
third
level
down
from
the
from
the
top.
D
D
I
will
point
out
that
the
vaccination
rate
for
charleston
county,
dr
french,
shared
some
information
with
me
earlier
68.6
for
charleston
county
for
all
those
greater
than
five
years
old,
72
percent
for
18
years
and
and
older.
That
is
a
pretty
substantial
number
for
vaccination
rate.
So
that's
looking
looking
pretty
good.
D
If
I
can
bounce
back
to
the
masked
discussion,
specifically
cdc,
put
out
guidance
on
the
25th
that
lifted
the
mask
mandate
on
public
buses
that
was
followed
by
a
d-hec
sde
south
carolina
department
of
ed
memo
that
came
out.
We
got
that
this
morning
came
out
of
the
weekend
that
lifts
the
mass
mandate
on
buses
as
well.
So
that's
kind
of
a
consolidation
of
all
the
information
we've
got
so
far.
C
So
that
new
categorization
that
looks
at
incidence
rate
and
hospitalization
rates
so
we're
in
medium
and
at
that
that
metric.
That
means
that
the
cdc
does
not
recommend
mandatory
masking
inside
buildings,
correct,
correct,
okay,
and
I
was
glad
to
see
the
the
vaccination
rates
have
gone
up
for
fully
vaccinated.
That's.
F
C
All
right,
one
thing
that
I
consider
is:
if
we
lift
the
math
mandate,
how
will
we
deal
with
any
changes
in
incidence
rate
within
our
schools
like,
for
instance,
if
we
start
to
see
over
some
period
of
time
either
if
it
were
to
happen
immediately?
If
we
had
an
increase
in
our
school
system,
would
we
consider
coming
back
to
review
the
mask
again
or
do
we
need
to
be
thinking
about
whether
or
not
we
could
have
another
variant
coming
through?
G
C
Personally,
I
think,
looking
at
what
the
changes
with
dhec
and
cdc
and
the
different
recommendations
that
they're
making
now
that
we're
two
years
into
this,
that
having
us
tweak
that
policy
a
bit
so
that
we
can
be
more
nimble
with
with
the
changes
in
the
recommendations
they're
making,
and
then
you
know,
with
keeping
the
things
that
we
are
keeping
in
place
on
contact
tracing
and
stuff.
C
So
I
just
think
the
mass
policy
we
need
to
update
it
based
on
changes
from
the
medical
groups
that
we're
hearing
and
then
you
know
we
can
always
get
together
and
make
a
decision
about.
Take
a
vote
on
whether
we
needed
to
reinstitute
mass.
I
don't
think
we're
going
to
I'm
hoping
we're
not
going
to
have
to
vote
yeah.
I
think
I
think
that
the
numbers
are
going
in
the
right
direction
just
to
miss
code's
point
when
eyes
pass
the
liaison
meet
with
legal.
C
A
So
something
of
this
magnitude
will
be
discussed
that
whenever
it
is
taken
to
the
committee
to
hold
to
discuss
what
that
policy
will
reflect.
So
this
is
not
an
opportunity.
I
mean
it's
not
now
that
we
would
want
to
try
to
to
to
come
up
with
what
the
policy
or
changes
will
be.
A
But,
however,
there's
a
motion
on
the
floor
that
has
been
moved
and
seconded
to
just
suspend
policy,
add
phase
covering
and
the
mass
requirement
and
refer
the
policy
back
to
paul's
liaison
in
legal
team
for
review
there
being
no
further
questions.
We
ask
that
you
now
please
cash
your
vote.
A
Okay,
can
you
make
sure
that
miss
pokeley
is
in
or
has
referred
to,
activity.
A
A
A
A
C
A
C
Fine
move
to
approve
negotiation
of
real
estate
purchase
contract.
May
I
make
a
friendly
amendment
depends
on
what
the
amendment
is.
C
A
C
C
Would
that
also
would
that
that
also
mean
that
they
are
in
the
adapt
program?
C
I
think
that
nothing.
A
Okay,
that
motion
passes
item
hang.
C
A
B
C
C
C
A
A
That
motion
passes
before
we
go
into
special
recognition.
I
just
want
to
go
back
to
clarify
item
10a
on
the
policy
phase
covering
that
will
take
effect
tomorrow,
so
students
will
not
be
required
or
staff
or
there
will
not
be
a
mandate
requirement
starting
tomorrow.
A
So
with
that
vote
that
was
just
down,
I
just
want
to
make
that
clarifying.
A
Yeah
so
that
vote
that
was
just
gassed
for
the
the
ninth
constitutional
vote
vacancy
that
individual,
given
that
the
vote
has
been
cast
is
now
miss
cheryl
glover,
congratulations
to
her
and
filling
that
vacancy.
I
Thank
you,
chairman
mack
vice
chair
waters,
board
of
trustee
members,
mr
kennedy
this
evening
for
special
recognition.
We
are
so
excited
and
honored
to
bring
reference
to
and
present
to
you
several
outstanding
educators
and
students.
First
we'd
like
to
ask
mr
harold
sanders.
C
I
Mr
sanders
is
a
21st
century
program
officer
with
expanded
learning
and
he's
here
in
person
with
us
this
evening,
mr
sanders
was
recently
selected
as
one
of
the
inaugural
participants
in
the
riley
institute's
south
carolina
after-school
leaders,
empowered
also
known
as
scale
fellowship
he's,
one
of
only
20
applicants
chosen
for
this
program,
which
was
launched
with
a
week-long
intensive
intensive
on
furman's
campus
last
week
each
year
for
the
next
three
years,
scale
will
convene
additional
diverse
cohorts
of
emerging
summer
and
after
school
learning
leaders
providing
them
with
the
resources
they
need
to
build
strong
partnerships,
secure
funding,
design
and
scale
effective
programming.
I
Next
we'd
like
to
recognize
and
honor
another
one
of
our
outstanding
educators,
miss
sharon
beason.
She
she
was
here
and
she
had
to
leave
for
another
school
related
event.
She
was
here,
along
with
the
school's
instructional
coach,
miss
jennifer,
savage,
miss
beeson
is
an
upper
elementary
educator
and
director
of
james
simmons,
montessori
school
and
one
of
only
four
recipients
nationally
of
the
mcgraw-hill
alex
all-star
educator
award
for
2022,
alex
also
known
as
assessment
and
learning
and
knowledge
spaces
is
a
court
is
a
course
assistant
that
helps
math
and
chemistry.
I
I
I
She's
won
the
ccsd
spelling
bee,
not
once
not
twice
but
three
times
in
a
row.
She
joins
us
this
evening
with
her
family.
Her
dad
is
taking
pictures
and
her
principal
c.e
williams,
principal
kevin
smith.
She
competed
last
month,
alongside
42
other
school
spelling
bee
winners
from
fifth
to
eighth
grade
to
capture
the
district
title.
She
will
advance
to
the
regional
spellbound
competition,
where
she
will
compete
for
the
regional
title
and
the
opportunity
to
advance
to
the
2022
scripps
national
spelling
bee
in
washington
dc
with
over
200
other
competitors.
I
Today
we
have
with
us
wando
high
school
jrtc,
cadet
bryant,
nowicki
and
wando
high
school
air
force,
jrotc
instructor
major
john
furries
here
in
person.
Thank
you,
I'm
here
in
person,
dr
f.
What
was
on
I'm
not
sure
if
she
was
she
was
going
to
try
to
join
back
in,
but
mr
nowicki
was
recently
selected
as
a
2021,
2022
j100
character
and
leadership
scholarship
recipient.
I
Only
100
scholarships
were
awarded
this
year
across
the
nation.
Each
cadet
that
accepts
a
scholarship
does
so
in
pursuit
of
a
commission
in
the
u.s
air
force
or
space
force.
Cadet
nowicky
was
nominated
by
his
instructor
and
passed
a
series
of
rigorous
interviews
with
a
panel
of
active
duty
officers
enlisted
in
federal
civilian
members
of
the
air
force,
the
j-100
character,
scholarship
pays
for
tuition
books,
a
monthly
stipend
travel
to
any
university
and
housing.
I
I
Who
are
not
here,
but
they
may
be
on
zoom,
mr
chris
get
mr
christopher
shelby
and
kenneth
turner,
dr
shelby
and
soa
principal
dr
shannon
cook
are
joining
us
this
evening
via
zoom.
Unfortunately,
mr
turner
is
unavailable
to
join
us
as
he
is
currently
leading
a
rehearsal,
but
since
his
gratitude
for
the
recognition
earlier
this
month
at
a
professional
development
conference,
the
south
carolina
music
educator
association
honored,
both
dr
shelby
and
mr
turner
for
their
outstanding
contributions
to
music
education.
I
Dr
selby
is
school
of
the
arts
high
school
orchestra
director
and
was
named
to
the
scmea
hall
of
fame
under
his
direction.
The
orchestra
students
performed
at
the
2019
midwest
clinic
and
won
the
2016
asta
national
orchestra,
festival's
top
award
of
grand
champion
in
the
competitive
public
school
division.
I
I
Performing
ensemble
at
the
2022
scmea
in
service
conference
and
both
of
his
soa
jazz
bands
received
a
superior
with
distinction
at
the
scbda
state
jazz
performance
assessment.
The
jazz
band
at
soa
also
recently
placed
more
students
in
the
south
carolina
all-state
jazz
band
than
any
other
school
in
the
state.
Please
join
me
in
congratulating
these
two
educators
on
the
outstanding
accomplishments
and
recent
honors.
I
The
interactive
performance
gave
students
and
staff
the
opportunity
to
learn
to
play
an
assortment
of
drums
and
learn
them
and
learn
intricate
african
dance
steps
at
latin
elementary
school
kaleidoscope,
students
participated
in
a
black
history
month,
art
contest,
hosted
by
the
after
school
program
to
commemorate
and
celebrate
black
history
month.
Latin
students
won
three
out
of
four
categories:
at
lamb's
elementary
school
ccsd
staff,
partnered
with
joint
base
charleston
to
read
to
students.
I
think
you
might
know
the
gentleman
in
the
photograph
interim
superintendent.
I
I
I
We
would
like
to
take
a
moment
to
honor
the
life
and
contributions
to
education
in
charleston,
south
carolina
and
the
nation
by
the
late
elizabeth
hunt,
alston,
educator
historian
and
former
ccsd
board
chair
throughout
the
numerous
outstanding
accomplishments
in
her
life.
Mrs
alston
was
a
trailblazer
in
charleston,
not
by
only
being
the
first
individual
to
do
or
accomplish
something,
but
often
as
doing
so
as
the
first
african-american
female
as
well.
I
For
instance,
miss
olsen
was
the
first
african
american
to
serve
as
the
chair
of
the
city
of
charleston
tourism
commission.
She
was
also
the
first
african-american
female
to
serve
as
a
principal
at
a
high
school
in
charleston
county
and
the
first
african-american
female
to
serve
as
the
chair
of
the
charleston
county
school
board.
I
Most
recently
miss
austin
served
as
the
archivist
and
historian
at
emmanuel
a
and
me
church.
Her
beautiful
life
was
celebrated
last
week
and
we
know
that
she
would
be
greatly
missed
by
all.
Please
join
me
in
recognizing
ms
alston
for
her
extraordinary
contributions
to
charleston
county
school
district
and
the
greater
community.
A
B
A
But,
however,
without
a
doubt,
ms
olson
was
definitely
as
indicated.
A
trailblazer
in
her
historian.
History
with
history
was
well
received
and,
as
she
served
this
county,
particularly
on
the
school
board,
she
did
an
amazing
job
reaching
out
and
extending
services
and
betterment
for
students
and,
on
behalf
of
the
board
of
trustees
for
charleston,
county
school
district
and
the
staff
and,
along
with
our
interim
superintendent.
Don
kennedy
would
like
to
present
this
to
you
in
memory
of
your
wife
and
a
trailblazer
that
indeed
serviced
the
charleston
county
school
district,
miss
elizabeth
liz
hunt,
alston.
I
C
Thank
you,
reverend
mack.
Today
we
have
several
in-person
comments,
ranging
from
well
covering
several
different
topics,
and
so
I
believe
that
jamie
cooper
is
in
the
room.
J
Good
evening,
mr
chairman
board
members,
superintendent,
ccsd
leaders
and
guests,
my
name
is
jamie
cooper
and
I
serve
as
the
ceo
of
communities
and
schools
of
south
carolina.
The
mission
of
communities
and
schools
is
to
surround
students
with
a
community
of
support,
empowering
them
to
stay
in
school
and
achieve
in
life.
We
accomplish
this
mission
through
the
placement
of
full-time
staff
embedded
in
schools,
delivering
three
tiers
of
service.
All
school
supports
small
group
interventions
and
one-on-one
case
management.
This
evidence-based
model
leads
to
success
in
our
priority
outcomes
of
attendance,
behavior
and
coursework.
J
As
a
national
network
community
in
schools
is
the
largest
provider
of
integrated
student
supports
in
the
country
in
south
carolina.
We
are
a
leading
provider
of
wraparound
services
for
students.
We
began
services
here
in
charleston,
county
school
district,
with
clark
academy
in
1990
today
serve
students
and
families
in
four
ccsd
feeder
systems,
john's
island,
the
downtown
peninsula
and
both
feeder
systems
in
north
charleston.
J
We
are
in
unprecedented
times
within
education,
as
we
all
strive
to
meet
the
social,
emotional,
mental
and
academic
needs
of
all
students.
This
is
a
monumental
task
that
can
only
be
accomplished
together.
I
want
to
thank
you
for
allowing
communities
and
schools
to
be
a
collaborative
partner
in
this
endeavor.
Thank
you
for
trusting
us
with
schools
throughout
the
district,
as
we
provide
support
to
students
and
families.
J
K
Hi
I'm
maggie
marlow.
I
am
here
today
to
one
just
kind
of
remind
the
board
of
a
several
things.
I
have
here
your
oath
of
office
that
I'm
going
to
read.
You
guys
took
this
oath
of
office
on
the
november
16th
of
2020,
and
it
does
say
I
do
solemnly
swear
to
affirm
that
I
am
duly
qualified.
K
According
to
the
constitution
of
this
state,
to
exercise
the
duties
of
this
office,
to
which
I
have
been
elected
or
appointed,
and
that
I
will
to
the
best
of
my
ability
discharge
the
duties,
therefore,
and
preserve,
protect
and
defend
the
constitution
of
the
state
and
the
united
states
so
help
me,
god
with
that
said,
and
I
know
that
yucata
has
just
suspended
policy
adv,
which
I
appreciate,
but
with
the
implementation
of
policy,
add
and
september
16th
of
2021.
K
K
I
also
have
here
110
affidavits
and
personal
accounts
from
parents
of
the
rollout
of
that
policy,
so
between
september
16th
and
september
28th,
prior
to
the
to
the
proviso
being
put
on
hold
by
a
federal
judge,
you
guys
were
in
direct
violation
of
the
law.
There
are.
There
are
multiple
accounts
of
teachers,
administrative
and
staff
throughout
ccst
that
are
not
a
part
of
your
paid
mask
enforcers
in
that
policy,
and
you
guys.
K
K
F
For
the
past
two
years,
members
of
upsc,
as
well
as
other
community
members,
have
provided
you
with
what
I
believe
to
be
a
tremendous
amount
of
grace
and
patience.
We
have
met
with
you
emailed
you,
data
questions
and
concerns.
We
have
foied
for
information,
we
have
spoken
with
you
on
the
phone
and
in
at
person
meetings
we
have
invited
you
to
our
meetings.
F
We
have
even
peacefully
protested
your
illegal
enforcement
of
masks
on
our
children
during
mass
meek
during
mask
week,
whereas
you
just
heard
many
children,
including
my
four,
were
subjected
to
isolation
segregation
and
for
choosing
not
to
wear
a
medical
prophylactic
for
a
virus
that
only
seriously
affects
less
than
one
percent
of
the
population
and
does
not
does
more
long-term
damage
than
any
protection.
You
falsely
continue
to.
Let
people
believe
it
provides.
F
The
grace
period
is
over
and,
as
my
grandfather
taught
me,
adults
need
to
be
held
accountable
as
well,
especially
those
we
elect
to
protect
the
best
interests
of
our
children.
Unfortunately,
with
power
comes
great
responsibility
and
you
have
unsuccessfully
fulfilled
several
responsibilities
and
violated
your
policies,
including,
but
not
limited
to
and
I'll
go
as
quickly
as
I
can
policy
bdaa
your
annual
work
plan,
the
suspension
or
appeal
of
a
policy.
F
The
board
may
also
suspend
a
policy
on
a
two-thirds
vote
of
the
members
present
at
a
dually
con
constituent
meeting
of
the
board,
even
if
the
change
was
not
listed
on
the
agenda
of
the
meeting,
which
would
include
the
meeting
that
you
last
held.
Would
you
do
not
revoke
the
policy
even
though
case
numbers
were
down
to
establish
the
basic
structure
for
ethical
board
conduct
a
board
member
shall
honor
the
higher
responsibility
of
his
or
her
membership
demands
by
doing
the
following,
including
placing
children's
interests
above
partisan
or
other
political
interests.
F
L
The
impacts
of
these
policies
for
some
include
developmental
delays,
anxiety,
hundreds
and
hundreds
of
school
days
lost
and
more
in
september,
the
board
provided
little
transparency
or
communication
as
to
how
unmasked
children,
including
our
six-year-old
daughter,
would
be
educated.
For
example,
we
were
not
told
who
would
be
supervising
our
child
in
an
isolated
proctor
room.
We
recall
we
called
the
school,
they
refused
to
tell
us
the
name
of
the
proctor
and
their
qualifications.
L
We
were
told
the
children
would
receive
a
zoom
link
in
their
observation
classroom
and
observe
their
classroom
without
interaction
or
personal
instruction
from
their
teacher.
Clearly,
a
zoom
link
does
not
qualify
as
an
adequate
education
for
a
first
grader,
which
is
in
violation
of
your
oath
of
office.
Emails
asking
very
reasonable
and
appropriate
questions
to
our
daughters,
teacher
and
school
administrators
were
never
answered.
We
also
spoke
at
length
in
person
with
the
ccsd
director
of
elementary
education
and
we're
told
he
had
no
information
on
how
our
daughter
would
be
educated.
L
It
was
clear
at
that
point
if
our
child
was
not
going
to
wear
a
mask.
Her
parents
were
not
worthy
of
being
communicated
with
and
she
was
apparently
not
worthy
of
an
education.
Many
report
many
parents
report.
They
would
prefer
their
child
not
wear
a
mask
all
day
in
school,
but
I'm
asking
their
children
they're
masking
their
children
because
they
fear
discrimination
and
retaliation
from
schools.
H
Hi
well
denise
and
victoria
kind
of
summed
up
what
I
wanted
to
say.
So
I
brought
some
notes,
but
my
kids,
I
have
two
children
in
the
charleston
county
school
district
and
they
also,
I
guess,
survived
what
we
call
mask
week
now
they
the
same
thing
that
week
were
isolated
to
a
room
or
denied
a
one-on-one
instruction.
With
our
teacher,
I
was
not
communicated
with
about
where
my
children
were,
and
I
think
it
was
day
three.
H
They
were
asked
to
leave
the
school,
so
we
we
moved
here
from
another
state
to
escape
these
unscientific
mandates.
My
second
grader.
This
is
actually
his
first
year
in
in-person
school,
and
you
know
it's
a
it's
sad
that
we
celebrate
that,
and
here
we
are
again
you
know
dealing
with
these.
H
These
policies
that
are
that
they
just
don't
make
any
sense.
They've
really
they've
really
hurt
the
kids.
I
I
am
there
every
day
to
take
my
kids
to
school.
I
have
consoled
mothers
in
the
parking
lot
who
are
wrestling
with
their
kindergartners
to
put
on
the
mask
and
the
mother's
crying
and
she's.
She
knows
it's
wrong.
She
doesn't
want
to
do
it.
One
mother
said
I'm
a
single
mom.
I
have
no
choice
I
have
to.
H
I
have
to
leave
her
here,
so
I
guess
I'm
here
for
those
parents
that
that
can't
be
here
that
can't
stand
up
for
their
kids,
I've.
Let
have
quit
my
job.
I
stay
home
with
my
kids
and
I'm
I'm
prepared
to
fight
for
the
kids.
It's
just
it's
been
it's
very
disappointing
and
the
kids.
H
E
I
I'm
standing
up
here
today
because
I
received
mental
health
services.
While
I
was
a
student
at
ccsd
now,
maybe
some
of
you
would
rather
a
different
outcome
takes
place,
but
I
just
want
to
emphasize
how
important
that
is
to
me
personally
and
it's
why
I
pursued
a
career
in
child
and
adolescent
anxiety,
research
at
musc,
where
I
was
able
to.
E
So
I
cite
that
as
an
example,
because
I
want
you
to
think
about
as
you
pro
you
have
discussions
about,
providing
or
doing
something
with
mental
health
in
the
schools
that
you
base
that
decision
on
science
and
best
practices
that
were
established
by
scholars
like
samuel
m
turner.
E
I
say
that
because
I've
read
some
of
the
proposals,
I've
read
associated
with
us
are
three
used
terms
like
mental
health,
but
they
use
it
very
loosely
and
it
seems
to
be
sort
of
undefined
and
very
amorphous,
so
really
encourage
you
to
move
forward
with
a
sperm,
operational
definition
of
wrap
around
services.
E
I
think
communities
and
schools
provides
an
excellent,
specific,
operational
definition
of
wraparound
services
and
that
you
focus
on
mental
health
services
that
are
evidence-based
and
that,
in
addition
to
teachers,
parents
and
principals
at
the
table,
when
these
decisions
are
made,
that
you
also
include
psychiatrists,
psychologists
and
licensed
clinical
social
workers,
and
at
very
last,
I'd
like
to
shout
out
to
my
principal
at
james
island,
middle
school
franklin,
the
late
franklin
mcrae,
who
was
the
one
who
helped
me
out,
so
I
could
be
here
today.
Thank
you.
M
Good
evening
my
name
is
mark
flannery,
I'm
here
to
talk
about
the
school
basket
policy
and
especially
since
it
seems
like
it's
already
being
considered
for
reinstatement
before
we
see
what's
happening.
I
spoke
here
last
may.
My
position
is
still
the
same.
I
don't
have
any
interest
in
debating
on
whether
or
not
masks
work.
M
If
I
wanted
to,
I
could
show
you
dozens
of
studies
that
show
that
they
don't,
but
that's
not
really
my
concern
and
it
doesn't
matter
because
the
burden
of
proof
is
not
on
me
to
prove
that
they
don't.
It
is
on
those
who
enact
the
policy.
The
school
board
has
never
presented
any
evidence
that
masks
in
schools
reduce
community
transmission.
In
fact,
if
you
listen
to
the
discussion
just
earlier,
no
one
actually
cited
any
evidence
that
mass
on
children
prevent
school
spread
or
community
transmission,
but
we're
not
unique
here.
M
No
school
board
has
ever
done
that
because
there
isn't
any,
but
that's
not
even
the
worst
part.
Let
me
ask
you
where,
in
any
of
your
discussions,
have
you
ever
addressed
whether
or
not
the
benefits
outweigh
the
harms?
When
have
you
ever
asked?
Do
these
masks
harm
children
in
any
way
it
certainly
wasn't
discussed
tonight.
I
know
the
answer:
no
one
in
acting
or
enforcing
the
mandate
or
anyone
who
favors
masking
our
children
has
ever
addressed
this
the
question.
M
The
only
reason
that's
ever
given
it's
to
keep
children
safe,
but
how
do
you
know
that
it's
keeping
children
safe
if
you
haven't
asked
if
it
harms
them?
How
can
you
begin
to
consider
a
policy
based
just
on
numbers
without
considering
the
population,
the
children
that
it
affects
it,
the
effects
the
most
without
even
mentioning
it?
Personally,
I
don't
need
a
study
to
know
that
putting
masks
on
five-year-olds
ten-year-olds
teenagers
for
eight
hours
a
day
for
months
on
end
causes
deep
psychological
harms.
We
all
love
our
children.
M
I
know
you
guys
do
I
do
everyone
here?
Does
it
seems
that
the
school
board
is
so
certain
that
the
mass
policy
does
this
keeps
children
safe
without
addressing
the
harms
that
any
reasonable
person
would
easily
recognize
if
this
does
come
come
up
again?
I
do
hope
that
the
deleterious
effect
on
children's
psychological
well-being
in
actual
risk
is
considered.
Thank
you.
B
N
N
You
continue
to
violate
your
oaths
of
office
and
you
continue
to
commit
numerous
federal
and
state
criminal
offenses.
You
have
sold
our
children
out
for
money
in
the
name
of
esser
funding.
You
have
made
backroom
deals
without
our
knowledge
or
consent.
You
are
playing
doctor
and
forcing
our
children
to
participate
in
medical
experiments
without
medical
licenses.
N
If
they
are
telling
you
otherwise,
then
they
are
lying
to
you
just
following
orders
or
ignorance
of
the
law
is
not
a
legal
defense
for
your
illegal
actions
and
it
will
not
protect
you
in
the
court
of
law.
I
encourage
you
to
protect
yourselves
and
your
families
make
the
bullies
at
the
top.
Who
are
pushing
you
around.
Take
that
liability
on
themselves.
N
N
C
Did
at
any
point
during
these
public
comments,
jennifer,
hankey
or
jessica
ziegler
come
into
the
room.
C
Okay.
Well
then
that
concludes
the
in
person
portion
of
the
public
comments.
The
online
comments
were
almost
exclusively
regarding
face.
Mask
policy,
add
which
was
suspended
at
the
beginning
of
this
meeting,
so
reverend
mack.
That's
it.
O
Superintendent's
report
this
evening,
it's
in
two
parts
covent
update
mr
rory
and
then
I'll
do
a
brief
episode.
3
update.
D
D
D
Like
I
said,
our
dashboard
will
be
modified
as
well.
We'll
show
the
total
number
of
cases
on
the
most
recent
day
of
the
14-day
total
and
the
year-to-date.
So
we're
prepared
to
institute
this
starting
tomorrow.
At
this
point
we
do
not
have
any
schools
near
ten
percent
positive,
so
we're
we'll
be
hit.
We'll
have
all
schools
open
tomorrow
we'll
closely
monitor
that
and
determine
if
we
have
to
go
back
to
test
this
day
and
contact
tracing
in
any
school
that
hits
10
percent?
D
I
did
also
want
to
point
out,
although
not
on
the
slide,
we're
getting
prepared
to
reopen
after
after
hours
use
of
our
school
facilities,
we
have
maintained
the
exterior
of
our
school
facilities
since
the
beginning
of
pandemic,
but
we're
preparing
to
allow
outside
use
of
our
facilities
after
hours
under
the
facility
use
program
and
we'll
come
back
to
the
board
with
a
specific
date
for
that
in
the
future.
Here
next
slide,
please
we've
got
our
summaries
of
the
cases
in
south
carolina.
I
mentioned
this
earlier.
D
All
the
counties
are
in
medium
at
this
point,
dropping
fast.
The
next
slide
shows
the
cases
within
the
school
district,
the
oranges
staff,
the
blue
are
students.
You
can
see
on
the
far
right
far
right
bar
we've
had
44
cases
this
past
week,
and
that
is
the
lowest
rate
since
november
time
frame
and
so
looking
looking
very
good.
From
that
perspective,.
O
Thank
you
very
much
so
at
the
committee
of
the
whole
meeting
in
february
on
february,
14th.
O
The
staff
presented
to
the
board
a
plan
that
was
under
development
to
ensure
that
we
effectively
engage
with
our
school
communities
around
an
s
of
three
dollars,
so
that
plan
will
be
put
into
effect
later
this
week.
Our
school
communities
will
engage
on
the
f3
dollars
around
the
the
division
of
students
reading
on
grade
levels
around
those
three
pillars
that
you
see
up
here
with
this
great
level
instruction
high
quality
teachers
and
leaders
and
wrap
around
services.
O
So
over
the
next
two
or
three
days,
staff
will
will
conclude
finalize
the
the
set
of
toolkit,
the
toolkit
that
includes
a
set
of
guidelines
that
we
will
issue
to
schools
on
friday.
O
That
is
those
guys,
those
guidelines,
the
the
process
itself,
was
developed
in
part
with
the
assistance
of
five
principals
for
the
principles
that
were
in
the
reimagining
school
proposal,
and
when
I
was
principle
in
the
d10
and
so
on
friday
and
week
this
coming
friday
march
4th,
we
will
present
the
two
kids
to
to
our
principals
that
those
two
kids
will
provide
guidance,
some
guidelines
on
how
they
are
to
engage
with
their
communities
in
the
toolkits
we
will
lay
out.
O
What's
district's
responsibility
and
what
are
the
responsibilities
of
schools
in
their
their
communities
so,
for
example,
at
the
district
level,
a
core
curriculum
that
will
be
developed
and
and
expected
to
be
implemented
district-wide,
those
with
those
would
be
developed
under
the
under
the
guidance
of
the
central
office.
Likewise,
professional
development
associated
with
traditional
rollout,
another
example
would
be.
The
district
office
would
approve
against
interventions
that
school
might
engage
with
and
with
their
students
as
well
as
assessments.
O
So
those
are
four
examples
of
the
types
of
guidelines
that
will
be
contained
in
the
toolkit
that
are
central
office
or
district
level
aspects.
On
the
school-based
side,
us,
the
schools
will
be
able
to
look
at
the
the
pillar,
three,
which
is
background
services.
O
You
take
a
look
at
what
type
of
services
they
think
in
each
individual
case
in
the
big
case
in
each
school,
in
their
communities
and
their
students,
that
would
be
the
wraparound
services
that
would
be
appropriate
and
then
they
would
select
those
and
make
those
recommendations
to
central
office
staff
as
well
as
certain
staffing
decisions
would
be
made
at
the
school
level.
So
those
guidelines
will
be
distributed.
This.
O
This
coming
this
coming
friday
and
it
will
include
an
allocation
funding
allocation
target
for
each
school
community,
based
on
the
number
of
students
that
are
really
below
grade
level.
At
this
point
in
time.
O
The
time
lapse
timeline
gives
the
schools
monticello
to
complete
that
dollar
the
engagement
and
to
report
back
to
the
central
office
on
april
1st,
with
the
intent
of
being
able
to
for
the
for
the
staff
to
be
to
present
to
the
school
board
when
the
school
board
meeting
in
april,
what
those
decisions
have
been
made
and
then
the
the
intent
is
to
have
at
the
community
schools
to
be
able
to
align
their
plans
with
the
goal
of
students
getting
reading
on
grade
level
by
grade
five
around
the
three
pillars
that
that
were
presented
to
the
board
back
in
on
january
2014.
O
So
that
concludes
the
update
for
this
this
evening.
A
Are
there
any
questions,
ms
greene.
G
Yes,
mr
kennedy,
will
the
schools
make
the
selection
of
who
they
want
to
work
with,
and
that
automatically
happens
are?
Will
the
school's
proposals
be
reviewed
by
somebody
or
how
does
that
work.
O
So
so
the
proposal,
the
school-based
plan,
will
be
reviewed
by
by
central
office
staff,
but
they
will
have
an
opportunity
to
take
a
look
at
the
proposals
that
were
submitted
by
the
ceos
and
to
determine
whether
or
not
can
those
proposals
permit
us
to
support
their
efforts.
O
And
then
we
would,
in
the
central
office,
in
conjunction
with
with
the
team
that
I
mentioned
a
few
minutes
ago,
would
help
refuel
with
me
through
those
and
help
make
decisions
and
recommendations.
C
A
All
right
we'll
go
to
strategic
education
item
8a.
P
Q
Good
evening,
the
public
input
survey
closed
today
at
noon.
The
results
of
that
survey
is
that
we
had
about
6
500
votes
and
about
700
comments.
Two-Thirds
of
those
votes
were
for
option
two.
That
is
the
option
that
mirrors
both
dd2
and
and
so
it
is
the
recommendation
that
you
approve
option
two
with
one
revision.
A
A
B
R
B
C
A
S
I
believe
you
received
the
presentation
earlier.
I
don't
know
if
it's
going
to
go
up
or
not,
but
I'll
talk
through
it.
So
thank
you
again
for
asking
us
to
come
back
and
talk
with
you
about
an
update
on
mental
health
and
wellness
for
ccsd.
S
As
we
discussed
back
in
december,
there
are
layers
of
mental
health
and
wellness
support
that
we
need
to
consider
across
our
schools,
beginning
with
creating
positive
school
climates
and
environments
for
all
students,
then
we're
moving
on
to
tier
two
supports
of
groups
and
small
small
groups
for
students
that
need
additional
support
and
then
ultimately,
direct
one-on-one
counseling
for
mental
health
support
for
students.
So
we
do
have
all
of
those
layers
within
the
district.
S
Since
our
presentation
in
december,
our
multi-departmental
meeting
department
team
has
been
meeting
each
week
and
again,
that
is
multiple
departments
throughout
learning
services
to
review
the
supports
for
schools.
We
have
an
ongoing
spreadsheet,
but
I'll
talk
about
in
a
second
and
we
review
the
changes
and
fluctuations
to
mental
health
counselors
to
school-based
counselors
each
monday
morning
and
when
we
meet,
we
look
at
the
school's
needs
and
we
determine
if
we
have
new
temporary
employees
where
their
work
assignments
will
be.
S
S
We
also
recognize
an
issue
for
for
the
ccsc
students
in
the
low
country
virtual
academy
that
we
did
not
have
adequate
supports
for
them,
and
so
we
have
now
started
with
a
virtual
counselor.
One
of
our
semper
employees
starts
tomorrow,
working
with
some
of
our
low
country.
S
Virtual
students,
in
the
presentation
I
did
give
you
a
sample
of
the
chart
that
we're
using
to
track
all
the
different
things
going
on
across
our
schools.
So
we
are
monitoring
where
calming
rooms
are
in
place
or
going
in
place,
monitoring
our
social
workers
supporting
schools,
our
school-based
counselors,
our
mental
health
professionals,
in
our
partnership
with
department
of
mental
health,
our
school
psychologists,
our
temporary
employees,
which
we've
been
adding
over
the
last
several
weeks
to
support
schools.
S
S
Actually,
creative
arts
is
a
referral
school
for
social
work,
so
that
means
one
of
our
social
workers
is
not
assigned
there
on
a
specific
day
and
they
also
had
a
vacancy
for
a
mental
health
worker,
and
so
we
have
assigned
them
to
the
art
therapy
grant
so
20
of
their
students
will
begin
art
therapy
next
week
and
we
work
with
musc
and
the
school
team
to
institute
that,
and
we're
very
excited
about
that.
We
also
are
currently
working
on
supports
for
fryerson.
S
Their
counselor
is
out
their
school
counselors
out
and
there's
also
a
vacancy
for
mental
health.
So
we've
adjusted
the
social
work
support
to
that
school
and,
as
I
just
got,
three
new
names
cleared
for
temporary
support,
we'll
be
assigning
one
of
those
new
new
temporary
employees
to
fryerson
and
just
one
other
example
would
be
west
ashley
high
school.
We
did
have
mental
health
there
until
november
on
site
full
time
and
then
that
person
left
the
mental
health
department,
and
so
at
that
time
our
team
began
working
to.
S
We
worked
to
have
two
interns:
there,
a
social
work
intern
and
an
intern
to
work
with
drug
and
alcohol,
as
well
as
a
partnership
with
the
charleston
center
to
have
someone
from
the
charleston
center
on
site.
They
are
part
of
the
musc
grant
and
we
have
a
temporary
licensed
clinical
counselor
two
days
a
week
at
the
school
at
this
time,
so
we're
making
those
adjustments
in
real
time.
S
On
monday
mornings,
we
look
at
our
new
staff
and
then
we
move
forward
with
those
placements
the
calming
rooms
we
are
now.
We
have
a
model.
Now
that's
been
developed
by
school
teams
and
we
will
be
offering
several
different
options
around
the
planning
rooms.
We
have
kits
for
schools
where
they
don't
have
a
particular
room.
They
can
use
where
they
can
be
given
to
guidance,
counselors,
school
psychologists,
even
classroom
teachers,
so
they
have
the
materials.
S
S
To
date,
we
have
257
ccsd
employees
that
work
on
mental
health
and
wellness.
Every
day
we
have
51
contractor
employees
through
our
various
partnerships
to
date
this
school
year
we're
serving
2088
students-
and
that
includes
with
our
partnership
with
cis,
our
partnership
with
mental
health,
all
of
our
contractor
services,
as
well
as
our
internal
clinical
counselors
and
social
workers
in
comparison
to
the
2019-2020
school
year.
S
By
the
end
of
the
year,
we
have
2193
students
being
supported,
so
we
are
on
pace
to
definitely
have
more
students
receiving
support
as
we
go
through
this
school
year
than
we
did
two
years
ago,
and
so
we
want
to
just
make
sure
that
everyone
knows
that
we
really
are
focusing
on
this
and
aside
just
from
support
to
directly
support
students.
S
We
are
continuing
to
offer
professional
development
for
our
school
teams
to
encourage
those
strong
school
environments,
around
trauma,
informed
restorative
practices,
crisis
response,
classroom
management
and,
most
recently,
adding
in
how
to
use
the
calling
rooms
and
the
calming
kits
and
then.
Finally,
we
are
in
partnership
with
the
face
department
working
on
a
website
for
parent
resources,
but
we
are
putting
out
a
couple
of
documents
this
week
and
next
week.
So
parents
have
those
resources
in
their
hands,
but
then
we
will
be
developing
a
website
for
the
various
resources
needed
around
mental
health
and
wellness.
A
Okay,
the
tips
to
keep
your
child
and
others
safe
is
that
posted
somewhere
is
each
student
given
a
handout
or
sent
home
with
the
parents
how's
that
how's
that.
S
We're
working
with
communications
to
have
that
sent
out
this
week
and
we
posted
on
the
website,
but
our
goal
is
to
have
a
whole
web
page
with
the
various
resource
links,
but
we
will
be
getting
that
out
to
parents
this
week.
Schools
already
have
that
document
if
they
want
to
give
it
out,
but
we're
going
to
be
putting
it
on
the
website.
It's
on
our
internal
site
for
schools
to
get
to,
and
so
we
need
to
make
it
external.
A
So
is
there
an
opportunity
to
partner
with
an
outside
agency
that
may
be
able
to
provide
mental
health
services,
the
vi
virtue
and
schools
that
may
not
have
a
physical,
individual
mental
health
counselor
assigned
to
that
particular
particular
school?
Are
there
opportunities
for
that
to
where
we
can
reach
more
students
at
a
faster
rate.
S
There
are
a
couple
other
organizations
that
we're
talking
to
to
see
if
they
have
some
capacity
to
take
on
students
as
well.
So
we
continue
to
explore
that
every
week
with
every
at
every
turn
that
we
can
find
partners
who
have
capacity.
That
is
really
the
problem
that
we're
running
into
is
some
of
our
standing
partners
have
waiting
lists
at
this
point
in
time,
and
so
there
is
definitely
an
need
for
additional
supports,
because
even
some
of
the
people
that
we
normally
refer
to
currently
have
waiting
lists.
S
That
depends
on
what
their
treatment
plan
is.
Certainly
our
students
who
work
with
musc
the
department
of
mental
health
and
there
definitely
can
be
family
sessions
throughout
that
process,
with
the
students
and
the
families
we've
also
offered
with
our
partner
strengthening
families,
some
parents
support
classes.
We
did
a
bilingual
course.
S
This
spring
had
15
families
in
the
north
area
that
attended
and
that
there
is
work
around
that
we
also
partner
with
nami
who's
that
who
has
done
multiple
presentations
to
our
parents
in
different
schools,
around
the
stigmas
of
mental
health
and
how
to
receive
services
and
how
to
support
students.
So
we
are
partnering
with
some
other
agencies
around
making
sure
parents
have
tools
and
resources,
and
then
our
licensed
folks
that
we're
contracting
with
do
have
the
option
to
include
parents
in
the
therapy.
If
the
parent
would
like
to
do
that,
okay.
S
Department
of
mental
health,
if
a
staff
member
chooses
to
go
there,
they
certainly
can
we
have
a
an
eap
with
my
group
for
staff.
Mr
bergman's
department
does
the
employee
assistance
program.
We
also
just
friday
rolled
out
a
weld
free
wellness
app
to
all
staff
in
a
partnership
with
rethink
ed.
So
all
staff
members
have
the
ability
to
download
that
app
and
it
has
really
great
resources
on
it.
S
So
we
do
have
two
avenues:
right
now,
plus
one
of
the
temporary
employees
that
we're
contracting
with
specializes
in
adult
crisis
and
so
we'll
be
adding
her
to
the
resources
for
our
crisis
team.
When
we
have
crises
in
schools
to
work
specifically
with
adults,
and
whenever
we
have
a
school
crisis,
we
also
have
the
crisis
chaplains,
which
are
available
and
come
on
site
and
support
adults
as
well.
L
A
All
right
item
eight
day,
miss
beltran.
P
P
So
thank
you
for
the
opportunity
to
present
on
our
map
and
our
fastbridge
results.
Given
feedback
from
board
members.
This
is
going
to
be
the
first
of
two
presentations
given.
It
is
a
fairly
extensive
presentation
of
data.
We
want
to
make
sure
that
all
board
members
have
an
opportunity
to
process
it
and
review
it.
P
We
also
want
to
make
sure
that
we're
making
as
much
public
as
we
can,
but
one
of
the
a
couple
key
considerations.
So,
if
maggie,
if
you
would
go
to
the
next
slide,
thank
you
so
much.
So
this
is
what
we
believe
to
be
the
headlines.
The
data
after
spending
some
time
with
it
so
just
to
make
sure
folks
have
the
context
our
students
took
the
map
test.
In
the
month
of
january.
We
had
to
extend
the
map
window
several
times
given
january.
P
Was
that
time
of
year,
where
a
large
number
of
students
were
out
of
school
for
different
periods
of
time
with
the
covid
and
a
large
number
of
faculty
were
out
of
school?
The
goal
was
to
get
above
85
percent
of
students
completing
the
test
within
the
testing
window.
So
we're
comparing
students
at
a
similar
time
when
they
take
the
test.
P
Our
overall
senses
and
the
the
data
will
bear
this
out
that
we're
achieving
at
higher
levels
and
experience
less
learning
loss
at
most
grade
levels
in
similar
urban
districts
and
students
who
took
the
map
test
nationally.
We're
also
outpacing
similar
urban
districts
in
the
nation
on
growing
kids
academically
during
the
pandemic,
and
this
holds
true
in
both
reading
and
math
with
us
experiencing
slightly
less
learning
loss
in
math
and
in
reading.
P
However,
we
did
see
a
modest
system-wide
decline
in
performance
from
the
fall
to
winter
administration,
of
both
the
map
and
the
fast
bridge
in
both
reading
and
in
math.
We
also
continue
to
see
less
growth
resulting
in
lower
achievement
among
our
students
of
color
students
in
poverty.
Students
with
special
needs,
english
language
learners,
and
that
is
obviously
a
significant
concern
for
us
as
a
system
going
to
the
next
slide,
just
as
a
reminder
we're
going
to
cover
the
very
high
level.
P
The
goal
here
tonight
is
to
make
sure
you
understand
the
information
in
front
of
you
not
necessarily
to
spend
extended
time
talking
through
it,
but
to
make
sure
we're
reminding
both
the
public
and
the
board.
Many
of
you
have
seen
this
data
multiple
times
the
differences
between
the
assessments
and
their
strengths
and
limitations
on
reporting
on
student
achievement.
P
The
map
allows
us
to
see
as
a
comparison
group
to
other
students
the
norm
reference
group
nationwide.
So
map
has
a
normal
group
that
we're
comparing
our
results
against
achievement
is
how
how
students
are
doing
compared
to
similar
students,
nationwide
and
growth,
is
a
measure
of
students,
progress
between
the
last
administration
of
the
test
and
now
in
the
map
test.
The
system
also
sets
growth
targets
based
on
similar
students.
Where
do
you
expect
the
students
to
grow
by
the
next
administration
and
we
track
the
extent
to
which
those
gross
targets
are
met?.
P
Throughout
the
presentation
we
we,
when
referring
to
demographic
data,
we
use
the
group
other.
That
is
simply
because
those
demographics
says
was
too
small
of
a
number
of
students
for
us
to
report
on
individually.
So
we
have
combined
those
groups
together,
which
include
asian
american
pacific,
islander
native
american
and
students
with
two
or
more
races.
P
And
finally,
while
in
the
presentation
we
don't
report
on
individual
schools,
there
is
individual
school
data
and
we
just
label
the
data
within
board
docs,
which
will
be
available
for
the
public.
We
include
two
tables
that
do
have
the
individual
results
of
each
school
in
map
and
in
fast
bridge,
for
the
board's
review
in
the
public
review.
P
P
P
We
don't
have
the
winter
data
yet
in
this
study
right
now,
we're
just
looking
at
what
they
gave
us
as
a
baseline
just
recently,
so
you
can
see
where
we
fall
relatively
on
the
side.
You
can
see
the
at
the
demographic
data
broken
out
between
free
and
reduced
lunch.
That's
the
frpl,
which
is
a
surrogate
for
poverty,
nationally
racial
group
data,
as
well
as
urban,
rural
and
suburban
those
definitions
all
come
from
the
national
education
statistics
group.
So
we're
not
setting
those
categories.
Those
categories
are
driven
by
the
national.
G
P
You
that's
close
education
statistics.
Okay,
you
know,
I
think
the
the
headline
here
is
that
we're
our
achievement
levels
started
out
higher
on
average
than
similar
districts,
and
we
do
are
seeing
dips.
Obviously,
in
the
seventh
grade
we
have
a
larger
dip
than
other
districts,
as
well
as
at
the
middle
school
level.
P
So
that's
a
place
of
concern,
but
I
think
it's
worth
noting
that,
in
terms
of
the
percentage
of
black
students
in
ccsd
compared
to
the
other
two
groups
and
the
number
of
students
qualifying
for
free
or
reduced
lunch
or
again,
a
surrogate
for
poverty,
our
our
poverty
numbers
are
a
little
higher
and
our
distribution
of
black
students
are
a
little
higher
which
makes
makes
us
feel
like
this
is
not
results
that
are
simply
because
of
some
of
our
students
who
are
performing
exceptionally
well.
It's
an
overall
picture
of
the
district.
P
This
is
reading
achievement.
This
is
math,
as
you
can
see,
we
had
less
lost
learning
loss
in
math
in
the
fourth
and
eighth
grade
in
general
and
as
compared
to
our
peers.
We
think
part
of
that
is.
The
debt
is
the
investment
that
we've
made
in
bridges
and
of
mass
so
that
we
had
a
stronger
four
math
curriculum.
P
This
is
a
measure
of
growth,
again
fall
to
fall
again.
Ccsd
is
the
pink,
so
it's
looking
at
third
grade
to
fifth
grade
growth
or
you
get
it
so
again.
This
is
at
this
point.
It's
a
snapshot
in
time.
It's
comparing
fall
to
fall,
so
it's
not
insight
into
where
we
are
now,
but
it
like
the
similar
schools
report
that
we
showed
the
board
in
august,
which
was
the
report
that
nwea
runs
comparing
similar
schools
with
demographic
data,
poverty
data
to
other
schools
like
them
nationally.
P
P
So
I
only
share
that
context
because,
while
the
rest
of
these
results
are
places
of
real
opportunity
for
us
to
improve
the
challenge
that
we
face
not
just
as
a
as
a
county
but
as
a
nation
is
that
student
achievement
has
been
affected
by
the
cove
of
the
epidemic
and
we
are
playing
decent
defense
on
that
effect.
The
challenge
here
is
that
we're
not
doing
enough
to
move
the
needle
in
terms
of
accelerating
instruction,
I
think
we
all
hope
to
be
in
covered
recovery.
P
The
next
series
of
results
we'll
go
through
at
the
high
level
just
to
make
sure
that
we're
providing
context,
just
so
folks,
know
who's
included
and
we'll
detail
this
in
decks
that
go
public
and
for
next
time
meeting
street
schools
is
represented
in
the
quadrant
charts,
comparing
schools
by
poverty
level,
but
not
in
in
the
nwa
slides.
We
just
reviewed
because
meeting
street
administers
its
own
nwa.
P
They
get
those
results
directly
to
them,
so
nwea
can't
include
them
in
their
reports,
but
moving
forward
meeting
students
included
north
charleston
high
school
was
not
able
to
complete
the
map
testing
within
the
window
within
the
winter
window.
So,
while
it's
included
in
the
longitudinal
data
and
the
fall
of
21
data,
it's
not
included
in
some
of
the
comparison
charts.
T
T
T
T
So,
overall,
the
schools
in
the
low
poverty
range,
which
is
what
you're
seeing
here
in
reading
and
the
math
charts,
fall
into
two
quadrants
high
achievement:
high
growth
or
high
achievement,
low
growth
with
more
schools,
clustering
around
average
to
above
average
growth.
So
in
summary,
our
low
poverty
schools
all
are
high,
achieving
and
are
around
average
or
above
average,
in
growth.
T
T
As
you
can
see,
as
poverty
increases
in
a
school
the
fewer
schools
we
are
likely
to
see
in
the
right
of
the
quadrant
indicating
that
they
are
high
achieving
in
this
tier,
a
few
schools
fall
into
high
achievement,
low
growth,
but
most
fall
into
low
achievement,
low
growth.
We
do
see
a
few
schools
on
or
above
the
x-axis
in
both
reading
and
math,
which
tells
us
that,
although
we
may
be
seeing
lower
achievement,
we're
still
making
progress
by
growing
at
a
higher
rate
than
expected
in
these
schools.
T
T
T
T
T
T
This
slide
shows
students,
meeting
grow
targets
and
reading
and
math
by
grade
level
from
fall
to
winter.
This
year,
by
grade
level,
students
are
slightly
less
likely
to
meet
growth
targets
compared
to
the
national
average.
In
reading
and
math,
with
the
exception
of
our
eighth
grade
in
eighth
grade,
we
meet
the
national
average
in
math
and
slightly
exceed
this
average
in
reading
grades.
Four
through
six
do
have
lower
percentages
of
students,
meeting
growth
targets
than
our
other
grade
levels
and
reading
grade
three
has
the
fewest
students
meeting
those
growth
targets
and
reading.
T
P
So
the
next
slide
is
simply
a
quick
snapshot
of
the
acceleration
schools
in
both
reading
and
math,
comparing
performance
last
year
and
this
year,
just
essentially
they're
staying
similar
with
more
dips
again,
like
the
other
schools.
I
think
it's
worth
calling
out
that,
while
this
is
the
overall
aggregate
data,
there
are
bright
spots
and
a
lot
of
the
the
the
individual
acceleration
schools
that
I
would
want
to
call
out.
So
the
the
morningside
community,
for
example,
was
of
our
23
schools
that
took
the
middle
school
map
test.
P
P
So,
while
overall
progress
is
still
a
question,
there
gives
some
signals
that
some
of
the
things
that
are
happening
on
the
ground
are
starting
to
work
for
the
next
few
slides
just
at
the
highest
level.
I
miss
roberts,
I'm
just
going
to
give
the
high
level
at
this
point.
Just
so
folks
understand
the
difference
between
fast
bridge
and
map
with
fastbridge.
P
This
is
a
different
measure.
Maggie.
Can
you
go
to
the
next
slide?
If
that's
okay,
this
is
we
use
this
for
our
early
childhood
students.
It
is
a
it
is
a
shorter
test,
because
the
developmental
appropriateness,
so
it
also
is
a
series
of
subtext
subtests
that
focus
on
early
reading
skills
and
learning
risk.
P
We
did
compare
students
of
the
same
status
as
previously
as
talked
about
in
terms
of
poverty.
If
we
look
at
this
particular
chart,
this
gives
you
a
good
sense.
These
are
individual
school
reports,
so
fastbridge
measures
low
risk,
that's
the
green.
That
means
some
they're
ready
or
on
track
some
ribs,
which
means
they're
approaching
ready,
that's,
yellow
and
high
risk,
not
yet
ready.
P
We
obviously
want
to
see
fewer
students
in
the
red
and
more
students
in
the
green
and,
to
a
lesser
extent,
the
yellow,
we're
comparing
fall
to
winter
in
the
next
few
charts.
One
thing
to
call
out
because
of
the
volume
of
testing
fastbridge's
math
was
not
required
for
our
first
grade
students
because
they
had
to
take
the
math
test.
So
when
you
look
at
the
math
test
that
reflects
kindergarten
results,
not
kindergarten
and
first
grade.
P
So
the
the
map
window
closed
at
the
end
of
january.
Ms
roberts
got
the
overall
data
sets
in
the
first
week
of
february.
So
then,
we
go
through
an
analysis
to
compare
like
groups
to
compare
over
time
to
dig
in,
in
particular
school
level,
data
on
demographics,
so
schools
get
their
reports
in
both
fast
bridge
and
map.
We
try
to
draw
conclusions
based
on
that
within
the
leadership
of
the
district,
and
then
we
try
to
organize
that
data
in
a
way
so
that
you
can
see
all
the
analysis
we've
done
or
most
of
it.
P
So
it's
it
you.
We
are
making
certain
conclusions
and
putting
them
up
on
the
slide,
but
it
allows
the
public
to
view
whether
we've
made
the
right
conclusions.
I
think
one
of
our
challenges,
the
reason
the
appendix
is
so
long
is
that
to
get
to
that
point,
to
tell
whether
there's
other
signals
or
other
things
going
on
takes
a
great
deal
of
analysis
and
the
mid-year
data
is
intended
to
be
largely
an
interim
strategy.
Are
we
on?
Is
this
working?
Is
it
not
where?
Where
do
we
have
positive
outliers?
P
So
there's
always
this
balancing
act
between
getting
the
data
analyzing
it
quickly
and
being
able
to
transition
it
for
actionable
results,
because
the
intent
is
to
do
something
different
between
now
and
the
end
of
the
year.
I
only
mention
that,
because
one
of
the
things,
I
think
that's
always
a
challenge
is
that,
are
we
sharing
too
much
information
or
not
enough?
And
I
don't
know
if
we've
hit
that
right,
but
we've
tried
to
show
you
what
we've
done.
So
you
can
make
your
own
judgments
on
that
analysis.
A
We
will
fast
track
this
to
our
committee
of
the
whole
meeting,
so
we
can
take
a
deeper
dive
into
the
data
board
members,
the
opportunity
for
you
to
peruse
the
the
handout
that
has
been
given
to
you,
and
also
you
will
find
in
board
docs
that
we
may
be
able
to
address
more
defining
questions
there
at
the
committee
the
whole
meeting,
and
we
will
allow
at
least
an
hour
and
15
minutes
so
that
we
can
make
sure
that
we
are
not
rushing
through
this
process,
but
that
we're
asked
asking
questions
relevant
to
the
progress
of
our
students
within
these
assessments.
C
C
If
you
look
at
those,
if
you
add
those
up,
I'm
trying
to
figure
out,
did
you
see
any
growth
because
of
the
summer
school
that
you
did
and
and
maybe
that's
something
you
could
bring
to
the
committee
of
the
whole
as
well,
because
that
was
some
very
targeted,
specific
money
designed
to
see
growth?
And
I
don't
remember
that
we've
ever
gotten
the
spring
to
fall
analyzed
against
the
students
who
attended
those
programs
that
were
designed.
P
To
give
them
growth,
we
can
add
that
to
the
presentation
for
the
march
deck,
but
there
we
do.
We
do
have
that
data
and
the
general
issue
is.
We
did
not
see
learning
loss
at
all
and
there's
like
a
one
percentile
point
growth
in
both-
and
that
is
again
we
were
targeting
the
students
at
the
bottom
15.
A
R
P
C
C
P
G
Mr
approved
the
spring
2022.
A
Okay
motion
passes
item
9b,
fixed
cost
of
ownership.
G
Sure,
unless
somebody
has
questions,
I
move
them
to
approve
the
parties
prioritize
list
the
projects
under
the
fixed
cost
of
ownership.
This
is
the
year
23
project
list,
as
submitted.
Second.
A
A
A
A
So
from
the
previous
meeting
from
january
24th,
the
board
in
discussion
talked
about
the
board
officers
meeting
with
mr
du
music.
In
reference
to
the
superintendent
search
you
have
received
tonight
in
your
packet,
some
handouts
of
some
different
firms.
A
That
has
been
researched
and
now
in
the
discussion
in
which
we
had
I'm
gonna,
allow
this
to
just
briefly
talk
about
or
share
with
in
those
discussions.
U
Just
information
for
your
consideration,
as
you
start
considering
a
national
search
firm,
it
was
my
understanding
that
this
board
wanted
to
do
a
national
search.
These
executive
firms
are
ones
that
have
been
prevalent
in
doing
those.
Some
of
them
have
done
the
late
searches
and
the
recent
searches
and
some
their
orangeburg
and
some
of
the
other
districts
in
the
state.
So
this
information
is
just
for
your
consideration,
as
you
begin
to
discuss
how
you
want
to
go
forward
with
the
superintendent
search
and
once.
A
Can
we
ask
that
you,
those
documents
that
has
been
shared
in
your
private
time?
Are
there
any
questions.
C
A
So
the
packet
that
you
have
received
here
tonight
is
is
for
information
that
has
been
shared
and
has
been
researched.
The
board
members
can
take
those
information
that
has
been
shared
and
we
can
at
our
next
again.
This
is
just
for
information
tonight
and
we
can
come
back
at
our
next
meeting
with
a
recommendation
as
to
how
we
want
to
proceed.
N
H
A
However,
we
have
not
created
next
steps,
yet,
okay
as
to
how
we're
going
to
move
forward,
you
know
that
that
was
something
will
be
determined
by
the
board.
Tonight
is
just
for
information
to
get
everyone
acclimated
to
how
this
process
is
going
to
work
moving
forward,
and
these
are
some
firms
that
has
been
presented
at
our
next
next
meeting.
We
can
talk
about
what
next
steps
will
look
like.
C
G
Mr
chairman,
it
may
be
a
good
idea,
or
I
would
like
to
recommend.
Maybe
you
consider
appointing
three
members
of
the
board
to
get
the
information
and
bring
it.
So
we
are
all
talking
about
the
same
stuff.
You
know,
like
maybe
have
everybody
report
their
three
people.
In
addition
to.
C
B
G
A
A
All
right,
our
next
upcoming
board
meeting
is
march.
14Th
that
will
be
the
committed
hold
meeting
and
march
28th
will
be
the
regular
board
meeting.
I
will
entertain
a
motion
for
german.